Why Do This Project?Students know what the names of the instruments are and might know some of the instruments that go into one of respective familiesin fourth grade, but can not prove the reason why. This project based lesson will expose them to higher level of investigation of each major instrument in all four families of the orchestra. Students will understand how each instrument produces sound that we hear.
Craft the Driving Question:
State the essential question or problem statement for the project. The statement should encompass all project content and outcomes, and provide a central focus for student inquiry.My driving questionHow do you classify musical instruments?Sub questions· How do brass instruments produce sound?· Do all brass instruments produce sound the same way?· How many brass instruments are there in the orchestra, and what are there names?· How do percussion instruments produce sound?· Why are the piano and organ classified as percussion instruments?· How many percussion instruments are there in the orchestra, and what are there names?· How do string instruments produce sound?· The harp does not use a bow, why is it classified in the string family?· How many string instruments are in the orchestra, and what are there names?· How do woodwind instruments produce sound?· Why does the flute belong to the woodwind family, when it does not use a reed to produce sound?· How many woodwind instruments are in the orchestra, and what are there names?· What instrument family has the most different instruments in it?· How does your homemade instrument produce sound?· What instrument family does your invention go into; and explain why?Characteristics of a good driving questionThe characteristics of a quality driving question should include many important aspects. Is the question provocative, helping to engage the students interest in the topic. The question should need a deep underlining examination of the learner; this is called an open ended question. Students must investigate the question so that they can learn based on their researched findings. You do not want your question to be impossible, but challenging so students can adjust to different challenges. Relating the question to a real world problem is keeping it relevant to them. And lastly, the question should reinforce the state and content standards.My question’s characteristicsMy question meets the characteristics because it is relative to my students who will be able to choose an instrument right after this project based lesson. This alone will motivate my students. This question is also relevant to my students’ because this will precede the 4th grade annual field trip to hear the Cleveland Orchestra. My question is open ended, so my students are going to have to examine the material carefully to get there answers. This question is challenging but at the same time it is not impossible for 4th grade students. And my question directly relates to my district, state and national music standards.Explain how an entire unit can be created around your driving question with a subset of additional questions.I will ask them the question in the beginning of class, and then break them up into four different groups. Before they start exploring each group one instrument family per day (in a special music store), I will tell them that they are music detectives. Each group will ask the (brass, percussion, string, and woodwind) expert several questions that will be provided to them by me (focusing on all the questions). The expert will demonstrate each instrument and show the students the key parts of each instrument and how it produces sound. After the 40 minutes students may ask the expert other questions plus get to look and touch important parts of each instrument. After all the groups visit each music expert, I will assign a group one topic (brass, strings, percussion, woodwinds) for a presentation to the class, hoe their group of instruments produce sound. After the presentations, students will make an instrument out of household items, name it, present it in class, and tell the class how it produces sound along with what family it would belong to and why. Lastly, students will have to write a brief reflective paper on the way musical instruments produce sound and does that classify them into the orchestra.
Plan the Assessment:
Step 1: Define the products for the project. What will you assess?
Early in the Project: I will use student observation of the questions and answer sheets about each instrument family. (brass, percussion, strings, and woodwinds) Even though the students will be working together in small groups they are still responsible for doing their own work. After each instrument family questions and answers, they are going to have to begin a brief journal entry telling me what they have learned.
During the Project: Students will continue using their journals throughout the entire unit. Each of the four student groups will have to collaborate on one assigned instrument family. I will again use student observation and use a rubric. There will be a brief formative quiz over the four instrument families.
End of the Project: I will assess each students’ groups learned knowledge through a presentation, individual journal writings ( with a brief oral presentation with the summary) and each students’ musical intervention artifact.
Step 2: State the criteria for exemplary performance for each product:
State Standards
Product
Assessment
Students engage in the writing process
Ref Reflective journal artifact
Beginning reflective journals must demonstrate vocabulary and understanding pertaining to how each musical family produces its’ sound: (1) woodwinds, (2) percussion, (3) brass, (4) strings
Students listen to a varied repertoire of music and respond by analyzing and describing music using correct terminology. Students evaluate the creating and performing music by appropriate criteria.
Formative Quiz
Students must describe the way sound is produced on various instruments including :(1) woodwinds, (2) percussion, (3) brass, (4) strings.
Students listen to a varied repertoire of music and respond by analyzing and describing music using correct terminology. Students evaluate the creating and performing music by appropriate criteria.Deliver formal and informal descriptive presentations recalling an event or personal experience that convey relevant information and descriptive details
Visual Display and oral presentation (collaboratively) of one of the assigned instrument families.
Oral presentations must include relevant evidence to support a position and to address potential listeners onidentifying and demonstrating elements of music using developmentally appropriate music vocabulary.
Students sing, play instruments, improvise, compose, read and notate musicDeliver formal and informal descriptive presentations recalling an event or personal experience that convey relevant information and descriptive details
Presentation physical model of an invented musical instrument
Students mustplay, alone their new instrument invention, play it with proper technique, tell how they made it, how it produces its sound, and then why it does go in the instrument family that it does; along with including relevant evidence to support a position and to address potential listeners on identifying and demonstrating elements of music using developmentally appropriate music vocabulary.
Students engage in the writing process
Map the Project:====
What do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills? Look at one major product for the project and analyze the tasks necessary to produce a high-quality product.
Product: Present their instrument family and how it produces sound in a collaborative presentation to the whole fourth grade.
Knowledge and Skills Needed
Already Have Learned
Taught Before The Project
Taught During The Project
1. Names of all the musical instruments of the orchestra that we will be using.
X
Will also quickly review before project
2. Know how each brass instrument produces sound and why?
X
3. Know how each percussion instrument produces sound and why?
X
4. Know how each string instrument produces sound and why?
X
5. Know how each woodwind instrument produces sound and why?
X
6. How to journal effectively after each lesson of the unit.
X
Will also quickly review before project
Students will refine skills
7. How to work together collaboratively on a presentation.
Introduced before in a lesson before unit begins
Students will learn how to work with their assigned classmates before, and during a presentation
What project tools will you use?
□ Know/need to know lists
□ Passed out in music “detectives” folder
□ Daily goal sheets
□ Passed out to guide students and also discussed at certain key times.
□ Journal
□ Used everyday during unit
□ Briefs
□ Used a couple of times
□ Task lists
□ Passed out in music “detectives” folder
·
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Map the Project II
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Timeline:Day one: Introduction to unit through entry event, goals that are expected, asking the driving question, and how they are going to be assessed during the unit and at the end. They will also be given their group assignment for the first activity.Day two: Students will get into their instrument “detective” groups and explore one of the four families of instruments (Brass, Percussion, Stings or Woodwinds) Each student will turn their journal in reflecting on what they learned after the lesson with the professional.Day three: Students will get into their instrument “detective” groups and explore another one of the four families of instruments (Brass, Percussion, Stings or Woodwinds) Each student will turn their journal in reflecting on what they learned after the lesson with the professional.Day four: Students will get into their instrument “detective” groups and explore another one of the four families of instruments (Brass, Percussion, Stings or Woodwinds) Each student will turn their journal in reflecting on what they learned after the lesson with the professional.Day five: Students will get into their instrument “detective” groups and explore the last one of the four families of instruments (Brass, Percussion, Stings or Woodwinds) Each student will turn their journal in reflecting on what they learned after the lesson with the professional.Day six: Review quiz by using these educational websites on the instrument families of the orchestra.San Francisco Symphony Kids at: http://www.sfskids.org/templates/splash.aspNew York Philharmonic Kidszone at: [[@http://www.pbl-online.org/%22%22%22%22%22%22%22http:www.nyphilkids.org/games/main.phtml?\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\%22\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\%22\\\\\\\\\\\\\\\\%22\\\\\\\\%22\\\\%22\\%22\%22|http://www.nyphilkids.org/games/main.phtml?]]Dallas Symphony Orchestra Kids at:http://www.dsokids.com/2001/rooms/musicroom.aspEach student will turn their journal in reflecting on what they learned and reviewed on using the educational websites.Day seven: After short Formative assessment on (brass, percussion, strings, and woodwinds) Classroom discussion about what they learned plus beginning to organize their assigned collaborative group presentation over one of the assigned instrument families. At the end of class students will get assignment with rubric, to make an instrument out of household items, demonstrate how it makes sound to class, identify it as a brass, woodwind, string or woodwind instrument and tell the class why. No Journal TodayDay eight: Collaborative group workfor presentation and journal in reflecting how they are going beak up material for presentation.Day nine: Collaborative group workfor presentation and journal in reflecting how they are going beak up material for presentation and how to work with other classmates.Day ten: Presentmusical instrument inventionto their own class. Tell the name of their instrument, how they made it, how it produces sound, what instrument family would you put it in and why? Students will vote for the most creative musical instrument invention in their class. Turn in journal reflecting the process of making their instrument and what they learned from classifying into one of the musical instrument families.Day eleven: Students rehearse their collaborative presentation on one of the assigned instrument families. Reflective journal article on how their group worked well together and what did not go well.Day twelve: Students will present their collaborative presentation to the whole fourth grade.Day thirteen: Each student shares their highlights of their learning about how each family of instruments make and produce sounds and why.Day fourteen: Evaluation of the project based learning musical instrument unit with a couple of written questions and a brief discussion. I will also have another elementary educator from my school district evaluate my entire unit.My Resources, Letter to parents, and internet activity is uploaded into Co-lab
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==Manage the Process:== || I will adjust to any I.E.P that a student has to make sure that I meet their needs. As I am observing my students during this project based lesson, I will make adjustments to my assessments and rubrics as needed so students that are classified as ESL students, special-needs students, or students with diverse learning styles can be successful. ||
How will you and your students reflect on and evaluate the project?We will have a classroom discussion after the collaborative presentation and a couple of written questions on day 14 of the project. I want to learn if all of my student activities were successful by positively impacting my goals and objectives that impact the state benchmarks that my content covers. (checklists will be under my rubrics for journal, making a music instrument, and collaborative presentation, they will be uploaded at the co-lab) I will also have group checklist that I will observe each group twice with and a evaluation for each student the last day after class discussion I will have another elementary music educator from my school district; complete a survey of how well my project-based lesson went, from the beginning to the end. The elementary music educator will do this after the collaborative presentation on day 14 of the project. I want to learn if he/she has any suggestions in making my project-based learning lesson more successful the next time I use it in my classroom.
Instrument Detectives
Project Details
Title: Instrument DetectivesCollaborators: Kerry Rice, Bill Gonda, Mandy Clark, Erin Becker, Erin Becker
Grade level: elementary (K-6)
Recommended Time Frame: 2 - 3 weeks (10-20 contact hours)
Content areas:
- arts
Keywords:Music Instrument Families Making musical instruments
Web Resources
http://www.gliffy.com/publish/1449142/My graphic organizer on Gliffy
http://www.sfskids.org/templates/splash.asp
San Francisco Kids
http://www.nyphilkids.org/games/main.phtml?
New York Philharmonic kidszone
http://www.dsokids.com/2001/rooms/musicroom.asp
Dallas Symphony Orchestra Kids
Begin with the End in Mind:
Why Do This Project?Students know what the names of the instruments are and might know some of the instruments that go into one of respective familiesin fourth grade, but can not prove the reason why. This project based lesson will expose them to higher level of investigation of each major instrument in all four families of the orchestra. Students will understand how each instrument produces sound that we hear.Craft the Driving Question:
State the essential question or problem statement for the project. The statement should encompass all project content and outcomes, and provide a central focus for student inquiry.My driving questionHow do you classify musical instruments?Sub questions· How do brass instruments produce sound?· Do all brass instruments produce sound the same way?· How many brass instruments are there in the orchestra, and what are there names?· How do percussion instruments produce sound?· Why are the piano and organ classified as percussion instruments?· How many percussion instruments are there in the orchestra, and what are there names?· How do string instruments produce sound?· The harp does not use a bow, why is it classified in the string family?· How many string instruments are in the orchestra, and what are there names?· How do woodwind instruments produce sound?· Why does the flute belong to the woodwind family, when it does not use a reed to produce sound?· How many woodwind instruments are in the orchestra, and what are there names?· What instrument family has the most different instruments in it?· How does your homemade instrument produce sound?· What instrument family does your invention go into; and explain why? Characteristics of a good driving questionThe characteristics of a quality driving question should include many important aspects. Is the question provocative, helping to engage the students interest in the topic. The question should need a deep underlining examination of the learner; this is called an open ended question. Students must investigate the question so that they can learn based on their researched findings. You do not want your question to be impossible, but challenging so students can adjust to different challenges. Relating the question to a real world problem is keeping it relevant to them. And lastly, the question should reinforce the state and content standards.My question’s characteristicsMy question meets the characteristics because it is relative to my students who will be able to choose an instrument right after this project based lesson. This alone will motivate my students. This question is also relevant to my students’ because this will precede the 4th grade annual field trip to hear the Cleveland Orchestra. My question is open ended, so my students are going to have to examine the material carefully to get there answers. This question is challenging but at the same time it is not impossible for 4th grade students. And my question directly relates to my district, state and national music standards. Explain how an entire unit can be created around your driving question with a subset of additional questions.I will ask them the question in the beginning of class, and then break them up into four different groups. Before they start exploring each group one instrument family per day (in a special music store), I will tell them that they are music detectives. Each group will ask the (brass, percussion, string, and woodwind) expert several questions that will be provided to them by me (focusing on all the questions). The expert will demonstrate each instrument and show the students the key parts of each instrument and how it produces sound. After the 40 minutes students may ask the expert other questions plus get to look and touch important parts of each instrument. After all the groups visit each music expert, I will assign a group one topic (brass, strings, percussion, woodwinds) for a presentation to the class, hoe their group of instruments produce sound. After the presentations, students will make an instrument out of household items, name it, present it in class, and tell the class how it produces sound along with what family it would belong to and why. Lastly, students will have to write a brief reflective paper on the way musical instruments produce sound and does that classify them into the orchestra.Plan the Assessment:
==Manage the Process:==
|| I will adjust to any I.E.P that a student has to make sure that I meet their needs. As I am observing my students during this project based lesson, I will make adjustments to my assessments and rubrics as needed so students that are classified as ESL students, special-needs students, or students with diverse learning styles can be successful. ||
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